By John Stodter

The Scottish Government wants to introduce standardised assessments for all children at various stages in their schooling. This should allow the system to track the progress of learners in key areas such as literacy and numeracy from the start of schooling, in a way that allows comparison against national standards, and to compare the progress of pupils from a variety of background using indicators like the Scottish Index of Multiple Deprivation or English as an additional language.

That seems reasonable enough, but it would be easy to infer from the debate around this that testing and tracking of pupils do not already exist; that "closing the attainment gap" is a new priority; and that children from poorer backgrounds have been short changed by the education system up until now – any such implication is mistaken.

In trying to "close the attainment gap", Scotland is starting from a strong position. The Curriculum for Excellence, the new qualifications system and Developing Scotland's Young Workforce are beginning to improve equity, as is investment in early years. Wider achievement, skills development, the greater engagement of all pupils in their learning and the emphasis on the world of work are all leading to better and more appropriate outcomes while our means of measuring and reporting this success has not yet caught up with the huge and significant changes we have seen. When the OECD

publish their independent report on Scottish education at the end of the year, they will almost certainly make reference to the issue of equity and provide a good assessment of the improvement that has been achieved and is still to come.

We have a strong consensus about the purposes of education and very good parental support for teachers. However, big issues remain. There is still too great a difference in outcomes and a continuing need to ensure schools and communities equip all young people to make the most of life in a modern, diverse and uncertain world.

Central to this are issues such as a high quality workforce; good leadership; public support and parental engagement; political support; and appropriate resources with a particular emphasis on early years and childcare.

There are also some systems issues that are central to this, for instance the development of a national performance framework, ensuring all of the different parts of the school system act together, driven by incentives to achieve what really matters. Also, improving life chances for all of our children and young people regardless of their social context. It is here where the standardised measurement of literacy, numeracy and health and wellbeing will be needed alongside a range of key outcome measures, various data and "intelligence" to show what is working and to target improvement.

There is a real opportunity to show world leading educational practice. We have the capability to measure the value being added by particular methods or by certain schools or approaches as it is not inevitable that poverty and disadvantage automatically mean failure or poor outcomes.

The "gap" can be, and is being, narrowed in some schools and for some children. Data and intelligence allow us to see this and therefore inform the whole system so that improvement can extend to each young person regardless of their circumstances and context.

It is not the measurement that improves outcomes but the use of robust information to tell us where, and when, and how to intervene, backed up the professional skills of teachers, other staff and parents within a well-led and properly resourced system.

National assessment has failed in the past owing to its lack of reliability and its perverse effects in a context of accountability and blame. To stand any chance of success this time, teachers, parents and local councils will have to be properly engaged in developing a Scottish approach, the seeds of which can be seen in the successful introduction of CfE and the new qualifications. Real and sustainable system change takes time, while politicians are often impatient.

Ultimately, a clear focus on improving still further the quality of learning and teaching in classrooms, nurseries and playrooms will bring better outcomes, not the measurement of pupils whereby standardised assessment is the tool to support professionals (teachers, headteachers and directors) in their judgment and action. It should not be the stick with which to chastise them.

John Stodter is general secretary of the Association of Directors of Education Scotland.